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Assessment of visual-motor integration functioning in a selected South African middle childhood sample

Lotz, Leslie (2003-12)

On t.p.: Degree of Masters of Science (Counselling Psychology)

Thesis (MSc)--Stellenbosch University, 2003.

Thesis

ENGLISH ABSTRACT: During middle childhood, cognitive, social, emotional and self-concept development is of importance,
and prepares the child for the adaptation and challenges awaiting the child in adolescence. Visualmotor
integration is described by various sources as playing an important role in the development of a
child. Visual-motor integration is the child's ability to integrate visual perceptual skills with fine motor
coordination. In order to assess visual-motor integration functioning, the Developmental Test of Visual-
Motor Integration (VMJ) (Beery, 1989) is often applied. Considering visual-motor integration
functioning as an integral part of the drawing task (Harris, 1963), the Goodenough-Harris Drawing
Test (GHD) may also convey important information ofa child's visual-motor integration functioning.
The primary aim of the present study was to determine the status of visual-motor integration
functioning of the selected group of middle childhood children within the South African context, in
order to identify possible delays. Visual-motor integration functioning was determined by the
children's performance on GHD and the VMI. Academic achievement results were also reviewed to
determine the chosen sample's status in this regard. The obtained results were analyzed and
summarized in order to obtain information leading to the fulfillment of the primary aim.
The secondary aim of the present study flows parallel to the primary aim, and was motivated by the
need to discover an effective, child-friendly measurement tool of visual-motor integration, applicable at
a young age, as to gain accurate knowledge of a child's visual-motor integration functioning. The
secondary aim consisted of exploring a) the correlations (if any) between the results of the
Goodenough-Harris Drawing Test (GHD) and the biographical variables of gender, chronological
age and socioeconomic status, b) the correlations (if any) between the results of the Beery
Developmental test of Visual-Motor Integration (VMI) and the above-mentioned variables, c) the
correlations (if any) between academic achievement and the above-mentioned variables and test results,
and d) the correlations (if any) between the VMI and GHD results, in order to compare different tests of
visual-motor integration.
Three hundred and thirty nine participants attending grade one to four in a specific primary school,
took part in this study. The study resulted in various conclusions regarding the status of visual-motor integration functioning, the most relevant being that the selected sample presents with functioning
levels lower than that which is expected for children their age, in their achievement on both the VMI
and the GHD, implying possible visual-motor integration functioning challenges. This finding implies
the need to implement effective intervention programmes in order to address this seemingly evident
delay.
Conclusions regarding the vanous relationships between the test results and certain biographical
variables include the following: It was found that the relationship between socioeconomic status and
childhood development, as reflected by the correlation between socioeconomic status and the GHD,
seems very important in the South African context. When considering gender differences, females
achieved lower scores on both tests applied in the present study than males. Chronological age
correlated significantly with scores on the VMI. It was further shown that visual-motor integration
functioning could have a significant impact on academic achievement.
The VMI and GHD results were compared, in order to compare different tests of visual-motor
integration. High scores on the GHD related significantly to high scores on the VMI. Although the
present study was unable to confirm the superiority of one test, various considerations were discussed
leading to the identification of a child-friendly test of visual-motor integration. The present study
highlights the importance of identifying and addressing developmental delays in general, and visualmotor
integration functioning in specific, in order to ensure the development of middle childhood
children to their complete potential in the South African context. It also underlines the need for
effective, child-friendly assessment tools of visual-motor integration that will ensure the effective
identification of developmental delays.